1 What will I do to establish and communicateArguably the most basic issue a teacher can consider is what he or she will do to
establish and communicate learning goals, track student progress, and celebrate
success. In effect, this design question includes three distinct but highly related elements: (1) setting and communicating learning goals, (2) tracking student progress,
and (3) celebrating success. These elements have a fairly straightforward relationship. Establishing and communicating learning goals are the starting place. After all,
for learning to be effective, clear targets in terms of information and skill must be
established. But establishing and communicating learning goals alone do not suffice
to enhance student learning. Rather, once goals have been set it is natural and necessary to track progress. This assessment does not occur at the end of a unit only but
throughout the unit. Finally, given that each student has made progress in one or
more learning goals, the teacher and students can celebrate those successes.
learning goals, track student progress,
and celebrate success?
In the ClassroomLet's start by looking at a classroom scenario as an example. Mr. Hutchins begins
his unit on Hiroshima and Nagasaki by passing out a sheet of paper with the
three learning goals for the unit:
|• ||• Goal 1. Students will understand the major events leading up to the
development of the atomic bomb, starting with Einstein's publication
of the theory of special relativity in 1905 and ending with the development of the two bombs Little Boy and Fat Man in 1945|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction.
Contributors: Robert J. Marzano - Author.
Publisher: Association for Supervision and Curriculum Development.
Place of publication: Alexandria, VA.
Publication year: 2007.
Page number: 9.
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